SOUTHERN CROSS UNIVERSITY – PROFESSIONAL EXPERIENCE II (2019) KLA: Science Date: 28/10/2019 Time: Period 4 Class: 7SCI1 School: Woolgoolga High APST FOCUS AREA: 3.4 Select and use resources. Syllabus Outcome: Conducting Investigations Outcome A student: follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-6WS a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125, ACSIS140) Living World Outcomes A student: relates the structure and function of living things to their classification, survival and reproduction SC4-14LW LW2 Cells are the basic units of living things and have specialised structures and functions (ACSSU149) Students: a. identify that living things are made of cells b. identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions Objective / Learning Intention: As a result of this lesson the students will be able to: identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions Background and / or Prior Knowledge: Previous lessons on Cell Structure and Organelles. General Capabilities: Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Ethical Understanding Intercultural Understanding Quality Teaching Framework Intellectual Quality Quality Learning Environment Deep Knowledge Higher Order Thinking Explicit Quality Criteria Social Support Deep Understanding Meta Language Engagement Student Self-regulation Problematic knowledge Substantive Communication High Expectations Student Direction Personal and Social Capability Significance Cultural Knowledge Knowledge Integration Inclusivity Connectedness Narrative See above Timing Procedure Preparation/Considerations INTRODUCTION (O): Students to form groups. Take groups outside and have them view Agapanthus, discuss the structure of the plant, soil type, height, surrounding plants/competition for resources? USB microscope-Ask Mike about software, use his laptop? Each group is to collect one sample of a leaf to take back to the classroom to examine. Differentiation Strategies Samples for slides must be extremely thin in order to view the structures inside. Demonstrate creating a slide from a small sliver of agapanthus and viewing using the USB microscope. BODY (G): Instruct students as to what to look for within their slide. Students to complete sheet describing the structures needed for plants to take in nurtients/water (Photosynthesis). Board markers. Microscopes. Laptop. Introduce the word “Photosynthesis”. Brainstorm ideas about what this word could mean. Draw circle on the board, students to replicate within their books and draw what they see. Keep them busy, they become distracted and talkative very easily if not engaged. Can they label what they see? What organelles are there? Why/Why not? BODY (E): Students to conduct investigation, viewing Agapanthus underneath the microscope. CONCLUSION (R): Pack away equipment and clean room ready for next lesson. Discuss their findings as a class. Try to keep all students a part of the brainstorming and conversation, stronger personalities tend to dominate the discussion. Try little fill in strategies if needs “Ryder, what did you learn today?” Engage with the students, get to know them. Remember how chatty they get, call on class members rather than asking the whole class. Use names where possible. Assessment – students Supervising teacher: Date: LESSON REFLECTION Reflection on student achievement against the outcomes, objectives, success criteria based on information / evidence provided by the assessment strategies within the lesson. You may also include anecdotal notes about individual student progress and student work samples to substantiate your decisions comments. Ensure all work samples have names deleted or deidentified. Reflection on your delivery of the lessons, effectiveness of resources, strategies, questioning. You may include a statement about future modifications or actions for future lessons. You should also note your future goals and identify the focus area of the APST you will be targeting. Ensure you only pick one or two as you are required to show evidence of what you are doing to meet the goals identified. LESSON REFLECTION Supervising teacher: Date:
